Georgette K. Haverluk
A 5th grade teacher at San Miguel Elementary in 2010
These graphs show a teacher's "value-added" rating based on his or her students' progress on the California Standards Tests in math and English. The Times’ analysis used all valid student scores available for this teacher from the 2003-04 through 2009-10 academic years. The value-added scores reflect a teacher's effectiveness at raising standardized test scores and, as such, capture only one aspect of a teacher's work.
About this rating
The red lines show The Times’ value-added estimates for this teacher. Haverluk falls within the “least effective” category of district teachers in math and within the “less effective than average” category in English. These ratings were calculated based on test scores from 169 students.
Because this is a statistical measure, each score has a degree of uncertainty. The shading represents the range of values within which Haverluk’s actual effectiveness score is most likely to fall. The score is most likely to be in the center of the shaded area, near the red line, and less likely in the lightly shaded area. Teachers with ratings based on a small number of student test scores will a have wider shaded range.
The beige area shows how the district's 11,500 elementary school teachers are distributed across the categories.
Haverluk's LAUSD teaching history
Years used for value-added rating. See FAQ for details.
Georgette Haverluk's Response:
In the nine years I have taught at San Miguel, over 270 students have taken the CST or CTBS standardized tests. Yet you chose to base the results on 169? Point 2: Bell shaped curves went out in the 1990s because of the inconclusiveness that your study again demonstrates. Point 3: How do you answer the fact that CTBS is not comparable to CST?
I am a National Board Certified Teacher, one of the 5% most qualified and effective teachers in the nation. Last year I redesignated 15 out of 16 L.E.P. students, three of which were learning disabled and consequently under my tutelage were exited from Special Education. The 16th student was autistic and went from a F.B.B. to a B.B. He also was exited from Special Ed and now is on a 504 and as needed consultation basis in middle school. All my student raised their scores in Language Arts, however may not have changed levels....oh yes that is a year's growth for a year's education, and furthermore my six F.B.B.'s rose to B.B. and Basic, which is two to three years' growth of learning. This apparently is not value based in your eyes, but is more effective than anyone else in my grade level yet who you deem to be more effective than myself.
Effective teachers get the least effective students, but we move them further than ever before and although we may not work miracles, we get results that no one else was capable of doing. Just ask Jose, my current 5th grader who came in reading 42 words a minute (135 is 50% of grade level and thought proficient by OCR, not by my standards) and had a first grade comprehension level in September. He commented this afternoon "Hey Ms H , isn't weird to see me reading all the time?" as he put "Desperaux" in his backpack to finish this weekend...and he will. He is now reading at fourth grade level and asked if he could redo the Quarter 3 comprehension test because 85% just wasn't good enough. I taught a 10 year old who was expelled from a neighborhood school as a third grader not only how to read but to enjoy it enough to read between soccer games,,,no small feat. Hey you might think I am one of the least effective teachers in this district, but Jose will say different and I will as well. Shame on you and your audacity to slander my reputation and career WORLDWIDE through the internet! This is the epitome of journalistic ineffectiveness and the most disregarding and utter devaluation of information I have ever come across in 34 years of teaching. How dare you call yourselves journalists; you defame and putrefy the concept and I am ashamed I ever encouraged a student to aspire to become one of your kind.
Georgette Haverluk, N.B.C.T.
The Times gave LAUSD elementary school teachers rated in this database the opportunity to preview their value-added evaluations and publicly respond. Some issues raised by teachers may be addressed in the FAQ. Teachers who have not commented may do so by contacting The Times.